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Stickiness. Applying a Marketing Concept to the Use of Instructional Media for Learning. Joann Flick, MS Ed. Agency for Instructional Technology. Stickiness. Marketing - The attribute of a message to be remembered or to have lasting impact on the target audience…. Stickiness.

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Stickiness

Applying a Marketing Concept to the Use of Instructional Media for Learning

Joann Flick, MS Ed.

Agency for Instructional Technology


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Stickiness

Marketing - The attribute of a message to be remembered or to have lasting impact on the target audience…


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Stickiness

Education - the lasting impact of an intervention or stimulus to advance deep learning.

Lev Vygotsky - advance the zone of proximal development


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The Zone

What Stephen Hawking

knows

What

we

know


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The Zone

Concept + context = message

Red + street sign

Red + lollipop

From: Faith Rogow, PhD. Insighters, Inc.


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Making Instruction Stick

Objectives:

  • explain why teachers should use media

  • use a systematic process for incorporating media into instruction

  • cite specific examples of good visual design to support learning


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Making Instruction Stick

Objectives:

  • evaluate media resources to support learning

  • Analyze how text interacts with images to create opportunities for learning

  • Discuss some of the language conventions of visual stimuli


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Robert Gagné

Conditions of Learning - 9 Instructional Events:

  • Gaining attention


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Robert Gagné

Conditions of Learning - 9 Instructional Events:

  • Informing learners of the objective


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Robert Gagné

Conditions of Learning - 9 Instructional Events:

  • Stimulating recall of prior learning


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Robert Gagné

Conditions of Learning - 9 Instructional Events:

  • Presenting the stimulus


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Robert Gagné

Conditions of Learning - 9 Instructional Events:

  • Proving learning guidance


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Robert Gagné

Conditions of Learning - 9 Instructional Events:

  • Eliciting performance


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Robert Gagné

Conditions of Learning - 9 Instructional Events:

  • Providing feedback


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Robert Gagné

Conditions of Learning - 9 Instructional Events:

  • Assessing performance


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Robert Gagné

Conditions of Learning - 9 Instructional Events:

  • Enhancing retention and facilitating transfer


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Robert Gagné

MEDIA:

  • The sound motion picture does not simply state a fact by oral speech: it also shows that fact, illustrates it, and within a few moments, puts it in a larger context of knowledge related to the fact. - Selecting Media or Instruction R. Reiser and R. Gagné - 1983


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brain research

Text - neocortex

Pictures - limbic

CPB - January 2004

Television Goes to School: the Impact of Video on Student Learning in Formal Education.


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Visual Design RULES

  • access both sides of the brain

  • address visual learners

  • create visual impact

  • simplify/organize information


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Visual Design TEXT RULES

  • 6 lines of information per page

  • simple, easy-to-read fonts

  • font size readable at the back of the room

  • all material on screen at one time relates to each other

  • organizational groups: color/location


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Visual Design TEXT RULES

  • organize content according to hierarchical conventions

    • top and left are first

    • CAPS, large, or bold typeface most important

    • italics or underlines indicate emphasis


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.

  • 37% are auditory dominant

  • 3% kinesthetic dominant

  • 60% visually dominant

  • Based on research by Susan Montgomery, University of Michigan

  • sequencing instruction from simple to complex

  • accessing prior knowledge

  • Harvard U. EdwardGardiner:

  • multiple intelligences


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LEARNER TYPES U.S. Students McCormick, Susan. Syllabus, August 1999.

  • 37% are auditory dominant

  • 3% kinesthetic dominant

  • 60% visually dominant

  • Based on research by Susan Montgomery, University of Michigan


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LEARNER TYPES U.S. Students McCormick, Susan. Syllabus, August 1999*

  • 60% visually dominant

  • 37% are auditory dominant

  • 3% kinesthetic dominant

    *Based on research by Susan Montgomery, University of Michigan




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Photoshop vs. Illustrator

Photoshop creates pixel-based images, as opposed to Illustrator which produces vector-based images.



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Media = ultra context

  • affective stimulus

  • conventions & hierarchy

  • requires focus


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Selecting STICKY Media

  • No stereotypes

  • No dangerous behaviors modeled

  • Cultural content has its own voice

  • Appropriate diversity

  • Content is focused and storyline is not distracting


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The NTTI Model

  • Tell why you are using media & conduct a Pre-viewing activity

  • Provide a specific task for viewing

  • Keep the lights on &stay in the front of the room

  • Pause the media often for reflection, to process information, discuss details or check for comprehension

  • Conduct a related post-viewing activity


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STICKY

  • Acquire ONLY well-designed media

  • Utilize effecting instructional strategies

  • Support deep learning

  • Document results